Developing countries have been striving hard in meeting Millennium Development Goals.rnUniversal Primary Education for All, among others is a goal to be achieved by the educationrnsector and an instrument to meet the other goals.rnThe Ethiopian government has launched Alternative Basic Education (ABE) Program to reachrnchi ldren whom the conventional m.ethod could not address. The purpose of this study wa~ to assessrnthe practice whether it was in line with the ABE Strategy or not and problems of the program inrnsouth wollo Zone in which the enrollment rate had been falling for the last two years .. The studyrnhas made a brief review of the literature and concepts behind the strategy (ABE). Thenrninvestigation methods were developed administered and analyzed up on which findings wererndrawn.rnResult of the study showed that the program succeeded in enrolling the target groups, oul ofrnschoolchildren who are required to contribute in their household socioeconomic activities. Thernschedule designed according to their convenience so that it is responsive to the opportunity cost ofrntheir time. The program used locally available resources to avail classroom nearby villagesrnthough they are nol well organized with necessary facilities-furniture, latrine, playground andrnpotable water supply. It also employed professional teachers who trained for the formal system.rnThe program used its own curriculum though 80% of the respondents criticized it for its difficultyrnlevel. Hence, it has not enough strength in order to retain children and attract more othersrnThe Government, the Communities and the NGOs jlnanced the program but many faculties werernnot adequately provided. The facilitators' salary scale was inadequate, the administration was nOlrnuniform among woredas and centers consequently facilitators' turn over were aggravated, 81 .8%rnof the respondent dissatisfied with the salary scale. Regarding the managel?1ent, people at therngrass toot level complained on the zone and the regional bureau for lack of supervision and timelyrnprovision of necessary materials like textbooks. It seemed that both the zonal and regional decisiorrnmakers left much of the implementation for woreda.rnThus, it was concluded that the program addressed its target but not well organized and managedrnto deliver relevant education and bring about desired output so that it was suggested that apartrnfrom making school places accessible to the needy children, the actual learning material andrnenvironment also need certain improvement